Canadian Foreign Language School IB Middle Years Programme • Grades 6–9

Welcome to the CLS IB MYP (Grades 6–9)

Concept-driven, inquiry-led learning with ATL skills, the Learner Profile, Global Contexts and SDG-linked action. All examples are for Grades 6–9.

Haji – Design

Design – Haji

ATL

  • Research – user needs, constraints, test plans, data logs.
  • Thinking – decomposition, iteration, optimisation, debugging.
  • Collaboration – roles, stand-ups, critique circles.

ATT & Learner Profile

  • Inquiry, differentiation and reflective improvement.
  • Risk‑takers • Reflective • Balanced.

Global Context & SDGs

  • Scientific & Technical Innovation; sustainable product design.
  • SDGs 9 & 12 – industry and responsible consumption.

Assessment

  • Plan → Create → Evaluate portfolios and prototype demonstrations.
Design blends creativity with engineering discipline. Students investigate users, justify choices, prototype, test and iterate like real designers.
Robin – Mathematics

Mathematics – Robin

ATL

  • Thinking – generalising, proving, optimisation.
  • Self‑management – plan solution paths, review progress.
  • Communication – multiple representations & justifications.

ATT & Learner Profile

  • Concept-first, reflective teaching with formative checkpoints.
  • Thinkers • Reflective • Balanced.

Global Context & SDGs

  • Globalisation & Sustainability – efficiency and fair design.
  • SDG 11 – sustainable spaces; ergonomic layout modelling.

Assessment

  • Tasks combine reasoning, modelling and clear communication.
Maths is a decision‑making toolkit. Pupils model constraints, compare options and defend the “best” design with evidence.
Robin – Science

Science – Robin

ATL

  • Research – data handling, reliability, citing sources.
  • Thinking – modelling, hypothesis testing, systems thinking.
  • Communication – scientific posters & viva‑style talks.

ATT & Learner Profile

  • Inquiry‑led labs with explicit safety and collaboration routines.
  • Inquirers • Thinkers • Knowledgeable.

Global Context & SDGs

  • Scientific & Technical Innovation – theory → engineering.
  • SDGs 7 & 12 – energy efficiency and responsible consumption.

Assessment

  • MYP Criteria A–D across investigations, reports and practicals.
We emphasise rigorous, safe experimentation. Students justify variables, evaluate error and present conclusions clearly.
Dylan – English

English – Dylan

ATL

  • Communication – academic writing & structured discussion.
  • Research – source reliability & citation.
  • Self‑management – drafting, feedback and improvement.

ATT & Learner Profile

  • Co‑teaching and differentiation to stretch every learner.
  • Communicators • Open‑minded • Reflective.

Global Context

  • Identities & Relationships; Orientation in Space & Time.

Assessment

  • Analytical essays, creative responses and oral presentations.
Pathways ensure challenge and support. The Gothic unit builds interpretation, persuasive writing and confident speaking.
Bron – Drama

Drama – Bron

ATL

  • Communication – stage vocabulary, vocal & physical choices.
  • Social – ensemble responsibility and collaboration.
  • Self‑management – rehearsal discipline & reflection.

ATT & Learner Profile

  • Inquiry through devising; structured critique and reflection.
  • Communicators • Caring • Balanced.

Global Context

  • Personal & Cultural Expression – community showcases.

Assessment

  • Performance + portfolio with criteria for creation & reflection.
Drama builds confidence, empathy and voice. Productions give authentic audience feedback.
Chino – PSPE

PSPE – Chino

ATL

  • Self‑management – routines, resilience, nutrition awareness.
  • Social – teamwork, leadership and inclusion.
  • Thinking – tactics, decision‑making and analysis.

ATT & Learner Profile

  • Explicit strategy teaching and reflective health education.
  • Balanced • Principled • Reflective.

Global Context & SDG

  • Identities & Relationships – healthy choices and community sport.
  • SDG 3 – Good Health & Well‑being.

Assessment

  • Performance, leadership logs and reflective targets.
PSPE at CLS is holistic. Students plan, lead and evaluate—building fitness, character and community.
Trevor – Individuals & Societies

Individuals & Societies – Trevor

ATL

  • Research – reliability, citations, data visualisation.
  • Thinking – causation, change, perspective analysis.
  • Communication – evidence‑based argumentation.

Service & SDGs

  • Service as Action projects mapped to SDGs 4, 5, 10, 11, 13, 16.
  • Real impact reporting with reflection and next‑step planning.

Assessment

  • Investigations, essays and presentations mapped to criteria.
We develop globally minded scholars who weigh evidence and take informed action through SDG‑linked projects.